dc race to the top presentation
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DC Race to the Top Presentation. March 17, 2010. DC Race to the Top Presentation. Who We Are Why DC? Goals, Vision, and Early Results Our Theory of Change Implementation Impact. Who We Are. Mayor of the District of Columbia. Mayor Adrian Fenty. Deputy Mayor for Education. - PowerPoint PPT PresentationTRANSCRIPT
DC Race to the Top Presentation
1
March 17, 2010
● Who We Are
● Why DC?
● Goals, Vision, and Early Results
● Our Theory of Change
● Implementation
● Impact
DC Race to the Top Presentation
2
Mayor Adrian Fenty
Michelle Rhee
Kerri Briggs
Victor Reinoso
Jennie Niles
Mayor of the District of Columbia
Chancellor District of Columbia Public Schools
State Superintendent of Education
Deputy Mayor for Education
Head of SchoolEL Haynes Public Charter School
Who We Are
3
Who We Are
4
Photo credits: Bel Perez Gabilondo and Michael DeAngelis, DCPS.
R e d a c t e
d
Our Students
Our Schools
Our City
• One traditional school system and 57 charter LEAs
• Manageable size: 200+ schools and 75,000 students
• Potential to fulfill the promise of charter schools and their potential to impact a traditional school system reform
• 94% of our students are of color
• 70% of our students live in poverty
• Nation’s capital: the worldwide spotlight is on us
• Talent magnet: attracting high-performers from across nation
• Willing to be bold and aggressive – we are unafraid
Why DC?
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DC will be the highest-achieving jurisdiction in the country
DC will be the first to eliminate the achievement gap
Our Vision
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0%
20%
40%
60%
80%
100%
2007 2008 2009 2010 2011 2012 2013
White
Black/Non-Hispanic
57 points
25.6 points
DC CAS Math Achievement Gap (2006-2013)
historic projection
Closing the Achievement Gap
Early Results
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DCPS had 19% gains in elementary math on the DC
CAS over two years
DC had significant gains for every subgroup of students
over two years
DC closed achievement gap at the secondary level in
reading from 60% to 46% and in math from 62% to
52% in two years
DC CAS
MA CA
DC
GA
LAOH
NY
19 19
27
17
11
14
16
NAEP 4th Grade Math Gains (2000-2009)
DC Outpaces Other States
Early Results
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National average
DC had triple the national average of gains for eighth
graders in math.
DC had the greatest gains of any state in fourth grade
math.
DC was the only state in the country that reported
increases in fourth grade math for every subgroup of
students.
NAEP
Evaluation
Turnarounds
Data-driven Instruction
• Sousa Middle School – historically low-performing middle school
• Turnaround focus: new principal, new facility, new staff
• Impressive gains: 17% points in reading and 25% points in math
• Groundbreaking IMPACT system already being implemented by DCPS
• Achievement Network partnership
• 10 DCPS schools and 24 charter schools participating, bringing embedded, data-driven practices directly to the classroom
Our Vision: What We’re Doing Already
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Our Vision: In Four Years…
• Minority achievement gap: 5 percentage points annual
• Poverty achievement gap: 3.5 percentage points annually
• ESEA performance: 5 percentage points annually
• NAEP scores: 10 points over four years
• High school graduation rates: 3 percentage points annually
• College enrollment: 5 percentage points annually
Increase Student Achievement
Close Achievement Gap
College and Career Readiness
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Our Vision: How We Get There
• Common Core standards and assessment
• Standards-aligned formative assessments
• Standards aligned to prepare students to succeed in college
• Student growth model
• Principal and teacher evaluations based on effectiveness
• Individualized PD Platform
• Ineffective teacher prep programs decertified
• In-school data coaches
• Instructional data systems in place for teachers and leaders
• DCPS schools in the bottom 5% (and up to 20%) implementing a turnaround model
• Lowest-performing charter schools have been closed by authorizer
Standards & Assessment
Great Teachers &
Leaders
Turning Around
Struggling Schools
Data Systems
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DC Today
• Disproportionate concentration of low-achieving schools
• Few existing models of high achieving schools
DC With RTTT
• Dramatically reduce number of low-achieving schools via turnaround efforts
• Increase number of high-achieving schools
• Raise overall system performance
Low-Achieving
Mid-Achieving
High-Achieving
Realizing the Vision of RTTT
DC Today
DC under RTTT
Num
ber
of S
choo
ls
High-Achieving
Mid-AchievingLow-
AchievingNum
ber
of S
choo
ls
12
The school is the unit of change
Our Theory of Action
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Commitment to action and results…
Implementation
Willingness to make difficult decisions and take on the status quo
Capacity to implement…
Courage to reform…
State and LEAs ready to implement plan together
Surge of talent from across the nation
Aligned governance structure
A new, reform-oriented state agency supported by a
policy-focused State Board of Education
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